SUSIE & TYLER’S CURRENT EVENTS
December 9, 2014
THE BASICS
Topic: Civic Education
“I know of no safe depository of the ultimate powers of the society but the people
themselves; and if we think them not enlightened enough to exercise their control with a
wholesome discretion, the remedy is not to take it from them, but to inform their discretion
by education. This is the true corrective of abuses of constitutional power.”
– Thomas Jefferson
Vocabulary
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Civic Education: the provision of information and learning experiences to equip and
empower citizens to participate in democratic processes
Civics: the study or science of the privileges and obligations of citizens
Articles
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“Should high school students be required to pass a citizenship test?” (Constitution Daily)
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“What do we know about civic education? Not enough” (Huffington Post)
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“Real Patriots Question Authority” (U.S. News)
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“China Marks Constitution Day Amid Legal Push” (ABC News)
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“Funding Doesn’t Follow National Praise for Civic Education” (Education Week)
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“New technologies encourage women, but not poor people, to participate in politics”
(Washington Post)
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“National Constitution Center Receives $5.5 Million Grant From John Templeton
Foundation to Expand Civic Literacy” (PR Newswire)
Questions to Consider
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What is civic education? What is civic engagement?
Is civic education an important and controversial topic in 2014? Why?
Should students be required to take a citizenship test in order to graduate from high school?
How do citizenship tests measure citizen skills?
Should discussion of controversial issues be central to civic education? Will reevaluation of
historical events in terms of current information promote skepticism or reaffirmation of
democratic values?
Is there a connection between awareness of current issues and citizenship? Is respect for
diversity a crucial pillar of civic education? Why or why not?
Why is an opportunity to discuss 14th Amendment “equal protection” language when
confronting troubling issues an essential part of civic education?
Questions to Consider continued…
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What knowledge base is necessary to be a “good citizen”? Is knowledge without doing
“civic work” effective? Do citizens perform their citizen role differently? Can support for
others who are active leaders be a valuable role? How does technology affect citizen
voices? Which groups are disenfranchised?
What actions characterize a “good citizen”? Is there a connection between civic
education and civic virtue?
What constitutional principles inform good citizenship?
How important to civic education is the right to protest?
How important to civic education is an understanding of the United States’ legal system?
How is civic education promoted in other countries (i.e. China)?
THE EXTRAS
Pre-teaching, Extensions & Further Reading
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“Civic Learning and Engagement in Democracy” (U.S. Department of Education)
“The Role of Civic Education” (higher level, long) (George Washington University)
“Civic Work, Civic Lessons Intergenerational Reflections: An Interview with Thomas Ehrlich
and Ernestine Fu” (Change)
 Annenberg Classroom
Lesson Plans
 “How can citizens participate?” (Center for Civic Education)
 “10 Ways to Talk to Students About Sensitive Issues in the News” (NY Times)
What’s the connection?
Constitution
 Preamble to the U.S. Constitution (Legal Information Institute)
 “America 101” (Democracy: A Journal of Ideas)
Oregon
 Civic Education Fund – Multnomah Bar Foundation
 “Winning Lincoln High School Constitution Team Talks Civics” (OPB)
Students
 “Civics Education Initiative: 100 Facts Every High School Student Should Know” (Civics
Education Initiative)
Oregon State Social Science Standards/CCSS
8.14. Explain rights and responsibilities of citizens.
8.20. Analyze the changing definition of citizenship and the expansion of rights.
HS.34. Explain the responsibilities of citizens (e.g., vote, pay taxes).
HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing
issues of equity, and evaluating need for change.
CCSS Anchor Standards
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
4. Interpret words and phrases as they are used in a text, including determine technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
We the People Lesson Connections
Middle School, Level 2
 Unit 6, Lesson 30: How might citizens participate in civic affairs?
High School, Level 3
 Unit 6, Lesson 34: What is the importance of civic engagement to American Constitutional
democracy?
http://www.classroomlaw.org/resources/susies-current-events/